Monday, 28 May 2018

Exploration of British Culture through Film and Literature: Analizing Billy Elliot and Oliver Twist.

During our English classes at CEIP Ria de Vigo, we have attempted to offer a varied and diverse exploration of UK culture. We have primarily done this through the study of two sources, both a novel and a film.
 The first term was dedicated primarily to the study of Billy Elliot. The film was used as a means for further exploring and analysing various aspects of UK culture. We examined aspects of the film, such as its portrayal of the British Class System, the events of the 1984 Miners´ Strike, as well as the distinct dialect of North East England. Often pupils are exposed only to a certain type of UK accent. We believed it important that our pupils be exposed to different regional accents within the UK. Our study of the film also enabled us to consider more universal concerns such as gender roles and social stereotypes. Watching the film, with subtitles and analysis, allowed for the students to practice their listening skills. We thought it important that the pupils hear more  ´natural´and vernacular English as well as more formal varieties.
In the second term, we decided to study Charles Dickens´ classic and canonical novel, ‘Oliver Twist´. We examined the often difficult life of those living in Victorian London, exploring social issues such as poverty and child labour- a particularly pertinent topic considering the age of the pupils. Studying the novel allowed the children to practice and improve their reading and comprehension skills whilst reading an important work of English literature.
Ana Isabel Ferreirós Rey.
Jacob Garner.



Sunday, 28 January 2018

PIALE 2017. Integration of experiences working on the topic: "Canadian Lessons from the Past.".

"Canadian Lessons from the Past" deals with the integration of the Job Shadowing experiences at a Canadian school, as well as the repercussions on the students.
In the next Link, you can see the presentacion of the main aspects of the didactic unit, which was introduced to the students.


We have chosen to study the topic of “Canadian Lessons from the Past” in order to give the students the opportunity to understand the History and Culture of Canada. We have also used this topic as a framework to discuss values such as respect and equality, with respect to different cultures and societies,

https://www.slideshare.net/secret/bHH1ouiaytAcqg

https://drive.google.com/file/d/11J8J-3hTxfce_BB3aILYQRnZyIh-DySS/view?usp=sharing


Stay tuned, since there will be more to come...!!!!!!!


Ana Isabel Ferreirós Rey.

Thursday, 30 November 2017

PIALE Diffussion. Immersion Experience in Canada. Fall 2017.


On November 14, 2017, I shared, with my fellow members of staff at CEIP Plurilingue de Vigo, my experience of the PIALE Program of Immersion at the Canadian school that I had visited.
The teachers involved were very interested in the Canadian Education System, as well as in my experiences during the immersion. These experiences meant a challenge to improve and to learn, not only new assessment techniques, but also to deal with several methodological aspects, such as The CLIL Approach, The Cross- Curricular Approach, as well as active methodologies, focused on the student and relevant to reach autonomous and critical learning. All this took place in a welcoming and respectful atmosphere. A great amount of respect was shown by pupils towards teachers, towards fellow school-mates, to their own culture and to other cultures too.
I took part in several programs such as the PSP, the Physical Support Program, for students with physical disabilities or multiple complex needs. I also participated in the LLI Program, the Levelled Literacy Intervention Program, for students who find difficulty in following their peers. Both programs would be very useful if applied in our school, both to improve the communicative competence of our students, and to facilitate their integration in the classroom.

In the following links to my presentation, we focus on the main insights gleaned from the experience:
https://drive.google.com/file/d/1QHdCfEOuVtFyYRo-MuZLInJjU9b92bQ8/view?usp=sharing

https://www.slideshare.net/secret/Mq8ayqlBUpKgah




Stay tuned,since we´ll post soon new projects based on the canadian experience.

Ana Isabel Ferreirós Rey.

Friday, 9 June 2017

The Changing Planet Portfolio Activity.


This presentation summarizes the CEIP PLURILINGÜE RÍA DE VIGO students Portfolio activity related to Global Warming  effects and consequencies.

Let´s have a look at it...!!!

Ana Isabel Ferreirós Rey.



Monday, 29 May 2017

Global Warming Role Play by the Ría Grade 5 and 4 students.


You can have a look at the link to the Role Play created by the Grades 5 and 4 to explain the Global Warming Murals Exhibition:

https://drive.google.com/file/d/0B8wOdN8ipboAdjJrcjdpUHpfZ0k/view?usp=sharing

Ana Isabel Ferrerirós Rey.



Caring for the Earth Project description...!!!

This year we have been working on a project with all of our primary students, participating specially with the Grade 4 and 5, Both in Art and English class, we have been rolling out videos, worksheets, drawings, and projects based on the concept of Global Warming.
The idea since the beginning in the English lesson has been to come to the understanding that Global Warming is real. We began the project by showing a video about the causes and effects of Global Warming. The video is narrated by Morgan Freeman. We then showed a follow up video explaining the scientific processes involved in climate change.
After the videos, students brainstormed vocabulary terms related to what they had watched. We also created some worksheets and word searches for the students to complete to gage the level of interest in the topic.
We then made a PowerPoint presentation with the vocabulary terms that each grade had brainstormed individually. The presentation defined the terms with sentences in English, and pictures that related to the event.
Next, we created the dialogues of the Role Plays in small groups in the English lesson, which were later on agreed for the whole group.  Simultaneously, in Art class, we started drawing and coloring “before” and “after” drawings in our art notebooks. The drawings were supposed to represent an effect “before” Global Warming, and the same effect  ”after” Global Warming.  The drawings were magnificent, the students really grasped onto the idea!
We finished off the preparation work for the final event on Earth Day by creating Global Warming effects murals with our 4th and 5thgraders. At the same time, our 1st, 2nd, and 3rd graders were learning the song titled, “Whole World”, to sing at the main event.
When the murals were finished, we selected in the English classroom one presenter from each group to explain the mural to the audience in English. Afterwards, the students practiced reading as well as dramatizing  the Role Plays, focusing on pronunciation, stress, rhythm and entonation, involving all the students in the interaction.
We are finished! That was our Global Warming project in a nutshell. Please remember our message, Earth Day is about celebrating what our beautiful planet has to give us. If we continue to destroy our planet, then the Earth will no longer be a beautiful place to live in. WE ARE THE FUTURE! Let us show everyone what beauty looks like…!!!

Ana Isabel Ferreirós Rey.

Caleb Morgan.


Enjoy the pictures: